Classroom Discussions

My students and I recently read a personal essay by a teen whose father is in prison. The author, Justin Burl, wrote movingly about how the incarceration of a parent affects loved ones. He also discussed how his life changed for the better when he found a support system—an organization that works with incarcerated persons and their families.

I knew the essay had the potential to spark deep and meaningful classroom discussion. I also knew that in order to propel the discussion in that direction, I would have to ask questions that went way beyond the text. The typical, comprehension-type questions just wouldn’t cut it.

When reflecting on the lesson, a tiny built of guilt nudged its way into my thoughts. Had I squandered time I could have spent getting students ready for the high-stakes, end-of-grade test they would take in June? I had definitely strayed beyond the “four corners of the text.” I had not focused on “text-dependent questions.” We did not talk about “text structure” or “objective summaries” or “word choice.”

We did, however, engage in a wide-ranging discussion about facing your fears and finding your voice and loss and love and empathy. My students did gain a real understanding of the problems families face who have loved ones in prison. There was a meaningful exchange of ideas and a lot of critical thinking taking place.

This experience was a terrific reminder for me that sometimes we need to go beyond the text. Sometimes we need to allow students to explore issues in depth by simply discussing them.